Long-term dynamics of resistance to occupational burnout in pedagogical staff of different types of educational institutions

© Калиниченко, Латіна Г.О Стаття
{"title":"Long-term dynamics of resistance to occupational burnout in pedagogical staff of different types of educational institutions","authors":"© Калиниченко, Латіна Г.О Стаття","doi":"10.32402/dovkil2022.03.029","DOIUrl":null,"url":null,"abstract":"Objective: The aim of the study was to assess the level of professional burnout among teachers of educational institutions of various types in the long-term dynamics, taking into account the forms of work organization. Materials and methods: During 2008 - 2021 the level of occupational burnout was monitored in 852 pedagogical workers of the Sumy region. The study was carried out according to the method of V. V. Boyko «Diagnostics of the level of occupational burnout». The study included three stages. In 2008, 420 teachers of secondary education institutions were surveyed. In 2020, 342 teachers of preschool and primary schools were examined. In 2021, 85 teachers of secondary education institutions were examined. In 2021, the organization of the educational process was taken into account. It included an online format in the context of the COVID-19 pandemic caused by the SARS-CoV-2 coronavirus, taking into account a history of coronavirus disease. Results: During the entire observation period, a low level of occupational burnout prevailed among teaching staff. Over the years, there has been a steady trend in the spread of the average level of occupational burnout, which has a negative sign of a protracted course with regular symptoms. The dependence of the development of the general syndrome of occupational burnout on age was established (r=-0,87, p<0,01). In 2008, occupational burnout was formed at the expense of teachers aged 31-40 years old. In recent years of observation, all levels of occupational burnout were formed at the expense of teachers aged 51 years old and more. Thus, the teachers retained the features of the psycho-emotional state with manifestations of occupational burnout after twelve years of observation and formed groups with high occupational burnout at the time of the re-examination. As of February 2021, 63,53% of teaching staff in the observation group had a history of coronavirus disease. Regardless of this, there was a general tendency among pedagogical workers for the advantage of low and medium levels of occupational burnout over high. A high level of professional burnout among teachers who underwent COVID-19 (9,26±0,95 %) was recorded in 3,64%, which is less than the same group of teachers (with a high level of professional burnout) without a history of COVID-19 (12,90±1,34 %, t=2,21, p<0,05). It has been established that the development of professional burnout is not associated with the psycho-emotional state of the coronavirus disease, since the main factors in the formation of professional burnout are the organizational factors of the labor process. Conclusions: During 2008-2021, teachers experienced an increase in the rate of development of occupational burnout. The dependence of occupational burnout on age has been established.","PeriodicalId":144023,"journal":{"name":"Environment &amp; Health","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Environment &amp; Health","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.32402/dovkil2022.03.029","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

Abstract

Objective: The aim of the study was to assess the level of professional burnout among teachers of educational institutions of various types in the long-term dynamics, taking into account the forms of work organization. Materials and methods: During 2008 - 2021 the level of occupational burnout was monitored in 852 pedagogical workers of the Sumy region. The study was carried out according to the method of V. V. Boyko «Diagnostics of the level of occupational burnout». The study included three stages. In 2008, 420 teachers of secondary education institutions were surveyed. In 2020, 342 teachers of preschool and primary schools were examined. In 2021, 85 teachers of secondary education institutions were examined. In 2021, the organization of the educational process was taken into account. It included an online format in the context of the COVID-19 pandemic caused by the SARS-CoV-2 coronavirus, taking into account a history of coronavirus disease. Results: During the entire observation period, a low level of occupational burnout prevailed among teaching staff. Over the years, there has been a steady trend in the spread of the average level of occupational burnout, which has a negative sign of a protracted course with regular symptoms. The dependence of the development of the general syndrome of occupational burnout on age was established (r=-0,87, p<0,01). In 2008, occupational burnout was formed at the expense of teachers aged 31-40 years old. In recent years of observation, all levels of occupational burnout were formed at the expense of teachers aged 51 years old and more. Thus, the teachers retained the features of the psycho-emotional state with manifestations of occupational burnout after twelve years of observation and formed groups with high occupational burnout at the time of the re-examination. As of February 2021, 63,53% of teaching staff in the observation group had a history of coronavirus disease. Regardless of this, there was a general tendency among pedagogical workers for the advantage of low and medium levels of occupational burnout over high. A high level of professional burnout among teachers who underwent COVID-19 (9,26±0,95 %) was recorded in 3,64%, which is less than the same group of teachers (with a high level of professional burnout) without a history of COVID-19 (12,90±1,34 %, t=2,21, p<0,05). It has been established that the development of professional burnout is not associated with the psycho-emotional state of the coronavirus disease, since the main factors in the formation of professional burnout are the organizational factors of the labor process. Conclusions: During 2008-2021, teachers experienced an increase in the rate of development of occupational burnout. The dependence of occupational burnout on age has been established.
不同类型教育机构教师职业倦怠抵抗的长期动态
目的:在考虑工作组织形式的情况下,对不同类型教育机构教师的职业倦怠水平进行长期动态评估。材料和方法:在2008 - 2021年期间,对苏梅地区852名教学工作者的职业倦怠水平进行了监测。本研究依据v.v. Boyko«职业倦怠水平诊断»的方法进行。研究分为三个阶段。2008年,对420名中等教育机构教师进行了调查。2020年,共对342名幼儿园和小学教师进行了检查。2021年,85名中等教育机构的教师接受了考试。2021年,考虑到教育过程的组织。它包括了在SARS-CoV-2冠状病毒引起的COVID-19大流行背景下的在线格式,同时考虑到冠状病毒疾病的历史。结果:在整个观察期内,教师职业倦怠水平较低。多年来,职业倦怠的平均水平有稳定的蔓延趋势,这是一个长期的负面迹象,有规律的症状。职业倦怠一般综合征的发生与年龄存在相关性(r=-0,87, p< 0.01)。2008年,职业倦怠以31-40岁的教师为代价形成。近年来的观察发现,各级职业倦怠都是以51岁及以上的教师为代价形成的。因此,经过12年的观察,教师在复试时保持了职业倦怠表现的心理情绪状态特征,形成了高职业倦怠的群体。截至2021年2月,观察组63.53%的教学人员有冠状病毒病史。尽管如此,在教育工作者中有一个普遍的趋势,即低和中等水平的职业倦怠比高水平的职业倦怠更有优势。经历过新冠肺炎的教师职业倦怠程度高(9.26±0.95%)的比例为3.64%,低于未经历过新冠肺炎的同组教师(12.90±1.34%,t=2,21, p< 0.05)。已经确定职业倦怠的发展与冠状病毒病的心理情绪状态无关,因为职业倦怠形成的主要因素是劳动过程的组织因素。结论:2008-2021年,教师职业倦怠的发展速度呈上升趋势。职业倦怠对年龄的依赖关系已经确立。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信